Native American College Student Dynamics at a University Native American Student Center
Native American identity
Native American student center
peoplehood sense of belonging
Sense of Belonging
AdvisorLopez, Jameson D.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this study is to explore Native American identity through student interactions at a university Native American student center. Two theories guide this research: the peoplehood sense of belonging and Indigenous identity. This study explores how Native American students engage with their peers who are from similar and different tribes. The three research questions this study aims to answer are: 1) How do Native American students describe their experiences with Native students from different tribes? 2) How do Native American students perceive tribal dynamics at a university Native student center? 3) How do Native American student dynamics affect a Native specific sense of belonging at a university Native American student center? This research shifts the narrative of how organizational structures directly impact Native students, resulting in the institution being held accountable for the inadequate institutional support for the Native American student center and other Native student support services that directly influence the Native student experience. Using stories as a knowledge-gathering method (Kovach, 2009), nine Native American students, referred to as storytellers, share their interactions with students from various tribal backgrounds and lived experiences. This dissertation uses the language of storytelling to demonstrate how students share their experiences in the interviews. The researcher refers to Indigenous Storywork (Archibald, 2008) as a methodological framework to develop a culturally responsive environment that allows for storytelling. As knowledge holders and tribal citizens of sovereign nations, the storytellers provide recommendations for the university leadership, Native American student center, Native American student support services, and campus stakeholders to enhance intertribal student engagement opportunities for Native American students. As well as demonstrating to key decision makers the value of a Native American student center and its impact on peoplehood sense of belonging.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
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Taking the Next Step: Promoting Native American Student Success in American Indian/Native American Studies Graduate ProgramsTippeconnic-Fox, Mary Jo; Blair, Mark L.M.; Tippeconnic-Fox, Mary Jo; Luna-Firebaugh, Eileen M.; Washburn, Franci A. (The University of Arizona., 2015)Native American doctoral student enrollment has not increased over the past twenty years, despite a steady increase in enrollment at the undergraduate level. Native Americans are the only group to not see an increase in doctoral degrees granted. There are many individual and institutional factors affecting Native American student success such as cultural and social isolation, financial stressors, racism, and access to indigenous faculty and mentoring. What are American Indian/Native American Studies (AIS/NAS) programs doing about it? AIS/NAS programs are uniquely qualified to address these factors. They were originally created to increase enrollment and recruitment of Native American students on campuses. Many of these programs have incorporated Native student retention into their missions and are often the only ones taking the next step to promote Native American graduate student success on campus. There are eight "pure" AIS/NAS graduate programs in the country. "Pure" means that the program is a stand-alone unit and the degree is earned in AIS/NAS. There are only three such doctoral programs in AIS/NAS: University of Alaska Fairbanks, University of California-Davis, and the University of Arizona. The University of Arizona is the number one doctoral degree granting institution in the United States for Native American students. Despite lack of funding and resources, forty percent of these doctoral recipients are from the American Indian Studies Program. A mixed method approach consisting of intense empirical research and data mining was used in order to find enrollments of Native students, identify AIS/NAS programs and enrollment trends, and identify factors affecting student success. Native American students are vastly underreported in the federal data base (IPEDS), which affects federal student aid and relegates many students invisible. The following were identified as the key factors for Native American graduate student success: determination and resiliency, supportive relationships through mentoring and access to faculty, and a desire to give back to their communities. It is recommended that AIS/NAS graduate programs honor their land grant obligations in order to increase access and funding for Native students through endowments and tuition waiver programs, develop a detailed mentoring plan, and improve outreach to Native communities.
An examination of predictive and content validity of the Portraits Questionnaire for use with Native American and non-Native American consumers of rehabilitation servicesKampfe, Charlene M.; Dennis, David James (The University of Arizona., 1999)The purpose of this study was to examine the predictive and content validity of the Portraits Questionnaire (PQ), a universal values survey, for use with consumers of state-federal rehabilitation services. Convenience samples of Native American and Non-Native American consumers receiving services from Arizona Rehabilitation Services Administration were selected to represent the range of value priorities found in the diverse national population of rehabilitation consumers. A test for predictive validity was established by proposing a null hypothesis that the responses to the PQ by the study groups would not predict group membership. An examination of content validity was based on the logical relationship between the responses to the PQ by the two study groups and the values attributed to the two study groups in the literature. Two null hypotheses were established to test content validity. The first null hypothesis predicted that the Native American group would not assign a higher priority to PQ value types, Benevolence, Tradition, Conformity, and Security, than the Non-Native American group would. The second null hypothesis predicted that the Non-Native American group would not assign a higher priority to value types, Self-Direction, Stimulation, Hedonism, Achievement, Power, and Universalism, than the Native American group would. Copies of the PQ were mailed to 259 Native American and 263 Non-Native American consumers. Usable responses were received from 96 members of the Native American group and 97 members of the Non-Native American group. Discriminant Analysis of the data produced a significant discriminant function (Wilks' Lambda = .856, p = .001) that predicted correct group membership for 65.8% of the cases. The null hypothesis was rejected and predictive validity of the Portraits Questionnaire for the study groups accepted. Univariate analysis of the data revealed two significant (p ≤ .05) discriminant variables, Tradition and Stimulation. The standardized canonical discriminant function coefficients indicated that both variables were predictors of Native American membership. Therefore, both null hypotheses for content validity were retained. Tradition was the only value type that predicted group membership as expected. Interpretations of the results are offered and implications presented. The need for further research is discussed.